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This paper examined current issues of educating culturally responsive teachers in the United States (U.S.) and in China. Focusing on constructing a culturally responsive knowledge base and model for teacher education programs, this paper summarized obstacles for developing culturally responsive teachers, proposed multicultural approaches to establish a culturally responsive teacher education model in multiethnic and multicultural China, as well as presented practical implications to enhance the knowledge construction for preparing teachers for diversity. Aiming at stimulating reconsiderations of situating teacher education programs in multicultural context, this paper brought culturally responsive perspectives to empower preand inservice teachers’ teaching capacities to meet needs from their students with diverse cultural and ethnic backgrounds in China.

Multicultural Teacher Education in China: Preparing Culturally Responsive Teachers in a Multiethnic and Multicultural Country